Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

Gosper, Maree; McNeill, Margot; Phillips, Rob; Preston, Greg; Woo, Karen; Green, David J.

doi:10.1080/09687769.2010.529111

Cited by 49 publications

(61 citation statements)

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“…All of the students in the focus group by Chang (2007) mentioned using lecture capture videos for revisions purposes. Phillips et al (2011) have also noted that access to recorded lectures increased before an assignment was due, and numerous other scholars have observed a peak during exam time (Chen & Lin, 2012;Gorissen, Van Bruggen, & Jochems, 2012;Winer & Cooperstock, 2002). Not all studies confirmed these findings though.…”

Section: The Use Of Lecture Capturesupporting

confidence: 62%

“…Craig et al (2009) concluded there was "an extremely high uptake by students of the online lectures" (p. 164). Gosper et al (2010) studied lecture capture usage in four Australian universities and found that not only were lecture capture videos being used and well-received by students, they were also being used by students for different reasons, which they note "mirrors" (p. 252) the findings of other research studies.…”

Section: The Use Of Lecture Capturementioning

confidence: 81%

“…Another interpretation might be that the lower achieving students lack the confidence, comprehension skills, and/or note taking ability so that they feel that they have to view the videos more often. (p. 265) Gosper et al (2010) found that 66.7% (N=813) of students in their survey believed that recorded lectures helped improve their results "in either a significant or moderate way," and 79.9% of students felt that recorded lectures made learning "easier" (p. 255). In a study by Chen and Lin (2012) that surveyed 312 students studying microeconomics at a university in Taiwan, results reveal that students using online resources achieved higher grades than those who did not use online resources.…”

Section: Impact Of Lecture Capture On Academic Performancementioning

confidence: 99%

“…Current research shows colleges and universities are making significant investments in the development of infrastructures that provide flexible educational options to support the needs of a diversity of learners (Gosper et al, 2010). However, the focus of these investments has rested primarily on the installation and operational considerations of the technology, not on the pedagogical implications and support necessary for instructors and students to effectively integrate this technology into their teaching and learning.…”

Section: Cover Page Footnotementioning

confidence: 99%

“…The questionnaire consisted of questions relating to demographic and course information, study habits and motivation for learning through the use of a Study Process Questionnaire (Biggs, Kember, & Leung, 2001), as well as students' self-reported use of lecture capture recordings (Gosper et al, 2010;Vajoczki, Watt, Marquis, Liao, & Vine, 2011). The principal components of the questionnaire used in this study were adapted from an extensive study undertaken at four Australian universities (Gosper et al, 2010).…”

Section: Student Questionnairementioning

confidence: 99%

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Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

2016

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This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture de cours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture de cours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) ou parce qu’ils étaient absents (72 %). Soixante-dix pour cent des étudiants ont indiqué qu’ils avaient regardé au moins 50 % des enregistrements (27 % avaient regardé toutes les vidéos) et seulement 8 % des étudiants n’avaient regardé aucune vidéo. La satisfaction des étudiants a eu une incidence positive importante en fonction du nombre de vidéos visionnées. En ce qui concerne l’assiduité, les données auto-déclarées par les étudiants ont indiqué que 61 % des étudiants n’avaient pas manqué de classes (aucune absence ou seulement une absence). Les étudiants qui avaient le plus grand nombre d’absences avaient regardé les vidéos plus fréquemment. En ce qui concerne les résultats des étudiants, 68 % d’entre eux ont indiqué que la capture de cours les avait aidés à obtenir de meilleures notes. Les étudiants qui avaient obtenu les notes de cours les plus basses avaient regardé les vidéos plus fréquemment que ceux qui avaient obtenu des notes plus élevées. Les instructeurs ont déclaré que la capture de cours en vidéo avait surtout aidé les étudiants de niveau moyen ou inférieur à la moyenne à obtenir des notes un peu meilleures, mais qu’elle avait eu un effet moins important sur les notes des étudiants très peu performants ou sur celles des étudiants très performants.

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Section: The Use Of Lecture Capturesupporting

confidence: 62%

Section: The Use Of Lecture Capturementioning

confidence: 81%

Section: Impact Of Lecture Capture On Academic Performancementioning

confidence: 99%

Section: Cover Page Footnotementioning

confidence: 99%

Section: Student Questionnairementioning

confidence: 99%

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Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

2016

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Lecture capture affects student learning behaviour

et al. 2023

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Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this.

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Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

Joseph-Richard

Jessop

Okafor

et al. 2018

British Educational Res J

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Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non-attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers' own academic practice. In this study, we use a mixed-methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus-faced reality. On the one hand, it enhances lecturer self-awareness, planning and conscious 'performance'; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state-ofthe-art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button.

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Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

Cited by 49 publications

References 1 publication

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Lecture capture affects student learning behaviour

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

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